Accessible Syllabus. Course Workload Estimator — Rice University Center for Teaching Excellence. Aaronson, Doris, and Steven Ferres. “Lexical Categories and Reading Tasks.” Journal of Experimental Psychology: Human Perception and Performance 9, no. 5 (1983): 675–99. doi:10.1037/0096-1523.9.5.675. Acheson, Daniel J., Justine B. Wells, and Maryellen C. MacDonald. Carrillo, Lawrence W., and William D. Carver, Ronald P. ———. ———. Dehaene, Stanislas. Grob, James A. Hausfeld, Steven. Jay, S., and Patricia R. Just, Marcel A., and Patricia A. Love, Jessica. McLaughlin, G. Parker, Don H. Perry, John, Michael Bratman, and John Martin Fischer. Rayner, Keith, Elizabeth R. Robinson, F., and P. Siegenthaler, Eva, Pascal Wurtz, Per Bergamin, and Rudolf Groner. Torrance, Mark, Glyn V. Underwood, Geoffrey, Alison Hubbard, and Howard Wilkinson. Wolf, Maryanne. Online Report Card - Tracking Online Education in the United States, 2015.
Student Readiness for Online Learning. Managing Instructor Presence and Workload, Boosting Student Engagement. Increasingly, online educators are faced with two key directives that are critical for student success and retention: increasing instructor presence and building a community of learners. All too often, instructors with the best intentions try to implement these concepts by being hyper responsive, trying to maintain as close to a 24/7 presence in the online classroom as possible and responding to each student discussion posting, blog, or wiki. Such an approach, however, leaves instructors exhausted, burned out, or frustrated.
Worse, too much instructor presence can actually impede students from taking more responsibility for their learning, prevent critical thinking, and downplay the value of student-to-student interaction. Others try to meet this need through the use of automated feedback to provide instant canned responses to student work, but this approach can leave students wondering if a “roboteacher” is in charge of the class rather than a real person. Time Management Tips to Help You Succeed as an Online Student. More students than ever before are turning to online learning to further their education. In fact, studies indicate that roughly one-third of all students are now taking at least one online course. Given the benefits of online learning like added flexibility, broader perspectives, and improved collaboration, it’s easy to see why so many students are drawn to virtual classes. For students who are new to online learning, like those affected by school closures due to the COVID-19 pandemic or those simply looking to make a change, transitioning to online learning can take some getting used to.
And, if you are adjusting to a full-time online program or balancing school and work, it is critical to be able to manage your time effectively. Whether you’ve chosen to pursue online learning or you’ve been thrust into it, there are key skills you will need to make the most out of your online education, including time management. The Importance of Time Management For Students 1. 2. 3. 4. 5. 6. 6.
Home - Teaching Online Pedagogical Repository. From Instructor To Effective Online Facilitator. Online Discussions | Blended & Online Learning Design Fellows | Vanderbilt University. A well-designed online discussion engages students in an open-ended conversation that promotes deepened understanding of a topic. Design is only part of the process, though. To be truly effective, an online discussion needs to be facilitated by you in a way that encourages conversation and promotes exploration.
Online discussions differ from face to face discussions in several ways, as noted in the table below. In an online discussion, you design and facilitate the discussion while the students learn from each other and craft their own understanding of the topic. The students are responsible for learning the material and teach each other, while you facilitate the process from the side. Source Prepare for in-class discussion (by posting questions for students to respond to prior to class) Identify key concepts in course readings Extend and apply issues introduced in course materials Continue in-class discussion outside of class timeEngaging Students in Discussion Online Additional Sources:
The first decade of the community of inquiry framework: A retrospective. Outline AbstractKeywords1. Introduction2. Construction of the framework3. The three elements of the framework, and how they have evolved4. Methodology used to develop and first validate the CoI framework5. Validation of the framework6. ConclusionReferences Figures (1) JavaScript is disabled on your browser. Abstract This article provides a personal perspective about the development of the seminal papers associated with the Community of Inquiry Framework.
Keywords Community of inquiry Social presence Cognitive presence Teaching presence Transcript analysis View full text Copyright © 2009 Elsevier Inc. Social presence in relation to students' satisfaction and learning in the online environment: A meta-analysis. Cognitive Presence Papers | CoI. The following articles which focus primarily on the cognitive presence aspect of the Community of Inquiry are listed here in descending publication order, (most recent at top). Where possible, links to full-text versions are included. If full-text copies are not freely available, links to pertinent journals are included. Kilis, S., & Yildirim, Z. (2018a). Metacognition within a communities of inquiry questionnaire: Validity and reliability study of Turkish adaptation. KEFAD, 19(1), 680-690.
This study aims to translate metacognition within a Communities of Inquiry questionnaire into Turkish and administer its validity and reliability issues. Kilis, S., & Yildirim, Z. (2018b). Following theoretical frameworks including social-cognitive theory, constructivism and creating collaborative learning community, this correlational study elucidates the community of inquiry framework in regard to self-regulation, metacognition, and motivation in an online learning setting. Breivik, J. (2016). Establishing an Online Teaching Presence | Duquesne University. Comparing Face to Face and Online Teaching | Johns Hopkins University Engineering for Professionals. The Core Rules of Netiquette -- Excerpted from Netiquette by Virginia Shea -- Albion.com. The Core Rules of Netiquette are excerpted from the book Netiquette by Virginia Shea.
Click on each rule for elaboration. Introduction Rule 1: Remember the Human Rule 2: Adhere to the same standards of behavior online that you follow in real life Rule 3: Know where you are in cyberspace Rule 4: Respect other people's time and bandwidth Rule 5: Make yourself look good online Rule 6: Share expert knowledge Rule 7: Help keep flame wars under control Rule 8: Respect other people's privacy Rule 9: Don't abuse your power Rule 10: Be forgiving of other people's mistakes Next page ...Previous page ...Core Rules ...Netiquette Contents. Softchalkcloud. Articles. Social Media in the Classroom: Opportunities, Challenges & Recommendations | IT Connect. Overview The EDUCAUSE Center for Analysis and Research (ECAR) conducts an annual survey of over 250 institutions of higher education, including the University of Washington, examining the technology experiences of undergraduates and faculty.
A recent ECAR survey included questions exploring faculty and student perceptions of and experiences with social media as an academic resource. While the ECAR findings raise more questions than they answer, there is significant evidence that UW faculty and students are interested in the potential utility of social media as a learning tool. Read on for to learn about opportunities and challenges with social media in the classroom as well as recommendations, authored in consultation with the University Registrar, for incorporating the use of social media in academic work.
Opportunities & Challenges with Social Media View/Download a PDF version Recommendations for Using Social Media in the Classroom View/Download a PDF version Social Media FAQ. Flipgrid - Video for student engagement and formative assessment. View of Reaching Students in Online Courses Using Alternative Formats.
Online Learning Consortium Institute: Workshops: Log in to the site. Writing Intended Learning Outcomes | Poorvu Center for Teaching and Learning. Learning outcomes can be defined as the particular knowledge, skills, and abilities that an instructor intends for students to learn or develop. Outcomes are more specific than learning goals, which take a 10,000-foot view of what an instructor desires for students to gain from a course. Research suggests that when they are well written, clear, and measurable, learning outcomes can improve learning and motivate student engagement. Research shows that learning outcomes improve learning when they describe specific, measurable takeaways (Richmond et. al, 2016). The Backward Design process helps achieve these outcomes through alignment, where learning outcomes are written first during course development to serve as a framework from which all class activities and assessments are selected or designed (Wiggins and McTighe, 2005).
Examples Learning goals and outcomes can be written for entire courses as well as for individual classes. Recommendations References Krathwhol DR. (2002). Downloads. Creating the Foundation for a Warm Classroom Climate. Although the course syllabus is often overlooked or undervalued as the first form of communication between students and their instructors, it plays an important role for both. For students, the syllabus communicates information about the course that they require throughout the semester. For instructors, it assists with planning and demonstrates to students the instructor’s concerns for the course and for them (Hammons & Shock, 1994). Importantly, the syllabus creates a first impression about the instructor and his or her attitudes toward teaching (Grunert, 1997). In this column, we identify six characteristics that contribute to a warm syllabus tone, whereby instructors create a classroom environment in which they are seen as approachable and in which students become engaged.
We also provide concrete examples of syllabi sections using “cold” language and improved versions using a “warm” tone. Much has been written about how to create an effective syllabus. . (3) Self-Disclosure. Table 1. Account Suspended. 7 guidelines for effective teaching online. Inside Digital Learning asked four authors of books about online education for their expert advice on how instructors and their institutions can excel in virtual course instruction.
The authors agreed that the online classroom is different enough from the traditional one that faculty members and adjuncts need to create courses for digital delivery that are substantially different from those they teach on campus. And they said teaching online requires an even keener focus on student engagement than the face-to-face model does. “Years ago, we used to say the danger of online courses was they were just going to become electronic correspondence courses,” said Rita-Marie Conrad, who along with Judith V. Boettcher, wrote The Online Teaching Survival Guide. “That’s still a danger. As each new wave of instructors comes into this environment, there’s still that misunderstanding that this is a new environment.” Here are the authors’ top tips for creating engaging and successful online education:
Getting the Mix Right Again: An Updated and Theoretical Rationale for Interaction | Anderson. Tools for Interactive Teaching and Learning: IU - Teaching Online. It is tempting to fall into the habit of thinking that you have to use a lot of complicated online tools to provide opportunities for meaningful active learning. You can provide meaningful interaction with quite basic tools as long as they are well-structured and clearly support students in reaching learning outcomes. Consider the Experience While there are obviously arguments to be made in favor of some tools over others, it is more effective to first consider the experience you are trying to create for the student. What do you want the student to know and be able to do at the end of this activity? Consider leveraging the tools built into Canvas such as Discussions (Links to an external site.)Links to an external site. Other Interactive Tools If you find that Canvas-native tools are not sufficient to create a robust active learning experience for your students, you can explore third-party tools.
You'll see mention of lack of LTI support as a drawback on several tools listed. UDL: The UDL Guidelines. Wikis – ION Professional eLearning Programs - University of Illinois Springfield - UIS. Description of Lesson: Although the idea is simple and the name evolved from a slang term for quick, wikis have quickly become a standard method of collaborative creation. A wiki represents a tool whereby users can jointly work on the same document that is stored externally on a wiki server. In a wiki-based lesson, students work to collaboratively construct a document designed to meet some educational objective. Appropriate Content Areas: All Examples: Annotated Bibliography construction For more examples of how to use Wikis in education, see the additional readings below. The Flat Classroom Project, Award winning educational wiki use, Goals & Objectives: Generally, the goal of a wiki activity is to allow students to learn and demonstrate that learning through the collaborative creation of some document artifact.
During and after active participation in the wiki activity, students will… …as determined by successfully attending to 80% of rubric items. Active Learning | Poorvu Center for Teaching and Learning. Examples and Recommendations Active learning includes techniques for large lecture courses in auditoriums with fixed seating, as well as for small classes with students seated in seminar-style rooms. 1.) Activities to supplement lectures without major modifications to course structure Clarification pauses and collaborative note-taking - The instructor pauses during lecture and asks students to take a few minutes to summarize in writing what they have just learned and/or consolidate their notes. Retrieval practice / one-minute papers - At the start of class, students write down major points they can remember from the previous class.
Think-pair-share activities - Students work individually on an active learning assignment or formative assessment activity (such as one-minute papers or an example problem). Demonstrations - Students predict the outcomes of a demonstration. Polls - Utilizing PollEverywhere or some other audience response system, the instructor poses a multiple-choice question.
Accessibility Online. Ideas for Creating an Effective Syllabus for Online Learning. Online students need to feel an instructor presence in their classes. Thorough explanations and effective communication help fulfill this need and can transform a mediocre online course into a great one—and it all starts with the syllabus. Structure and communication. That’s what I’ve found to be the keys to an effective online course syllabus. Well, that, and something I call a chapter checklist, to go along with the syllabus. I’ve discovered both to be essential to my asynchronous online foreign language course. Now that I’ve been teaching Spanish online for five years, experience has taught me some excellent ways to both connect with my students and provide much-needed structure. Pertinent Announcements – After the course and instructor information, I present the most pertinent announcements concerning the course. Tech Support – In PART C, I go on to differentiate my role from that of tech support.
Download the sample syllabus and chapter checklist. Dr. Bloom's digital taxonomy Wheel and Knowledge Dimension. Using Technology To Develop Students’ Critical Thinking Skills - SPS | Distance Learning. 7 Ways to Improve Your Critical Thinking Skills. Develop Your Critical Thinking Skills With These Simple Exercises. Five Ways to Make Your Online Classrooms More Interactive.
Four Types of Group Work Activities to Engage Students. Designing Effective Team Projects in Online Courses. EJ1106897. Tips for Online Students Working on Group Projects | Drexel Online. Group projects in online classes create connections and challenge instructors. The Section 508 Refresh and What It Means for Higher Education. Insidehighered. UDL: The UDL Guidelines. Online Instructional Activities Index – ION Professional eLearning Programs - University of Illinois Springfield - UIS.